Citation

Middle School Performance Indicators and Their Relationship to School Accountability Ratings and Student Achievement

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Abstract:

The purpose of this study was twofold: (a) To examine differences between Exemplary, Recognized, Academically Acceptable, and Academically Unacceptable middle schools on four subscales of the Performance Indicators Inventory: academic excellence, developmental responsiveness, social equity, and organizational structures; (b) To examine relationships between performance indicators and student achievement in reading, writing, and mathematics. The Performance Indicators Inventory (The National Forum , 2004) was administered to a non-proportional, stratified sample 50 middle schools in Texas. Twenty-four schools returned usable instruments: Exemplary (N = 6), Recognized (N = 7), Academically Acceptable (N = 6), and Academically Unacceptable (N = 5). TAKS tests were used to measure student achievement in reading, writing, and mathematics. Using multivariate analysis of variance, significant differences were found between Exemplary middle schools and Academically Unacceptable middle schools on all subscales of the survey instrument. Furthermore, multiple regression analysis revealed 18 predictors of student achievement in reading, writing, and mathematics.

Most Common Document Word Stems:

school (21), middl (15), academ (14), instrument (14), perform (13), indic (11), n (10), subscal (8), four (8), excel (7), exemplari (7), structur (7), organiz (6), inventori (6), achiev (6), write (6), respons (6), differ (6), signific (5), development (5), 6 (5),
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Association:
Name: UCEA Annual Convention
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http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p377800_index.html
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MLA Citation:

Lunenburg, Frederick. "Middle School Performance Indicators and Their Relationship to School Accountability Ratings and Student Achievement" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, Nov 19, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p377800_index.html>

APA Citation:

Lunenburg, F. C. , 2009-11-19 "Middle School Performance Indicators and Their Relationship to School Accountability Ratings and Student Achievement" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California Online <APPLICATION/PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p377800_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The purpose of this study was twofold: (a) To examine differences between Exemplary, Recognized, Academically Acceptable, and Academically Unacceptable middle schools on four subscales of the Performance Indicators Inventory: academic excellence, developmental responsiveness, social equity, and organizational structures; (b) To examine relationships between performance indicators and student achievement in reading, writing, and mathematics. The Performance Indicators Inventory (The National Forum , 2004) was administered to a non-proportional, stratified sample 50 middle schools in Texas. Twenty-four schools returned usable instruments: Exemplary (N = 6), Recognized (N = 7), Academically Acceptable (N = 6), and Academically Unacceptable (N = 5). TAKS tests were used to measure student achievement in reading, writing, and mathematics. Using multivariate analysis of variance, significant differences were found between Exemplary middle schools and Academically Unacceptable middle schools on all subscales of the survey instrument. Furthermore, multiple regression analysis revealed 18 predictors of student achievement in reading, writing, and mathematics.


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Principal Influence, Academic Emphasis and Collegial Leadership: Links to Student Achievement in Middle Grades Schools


 
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